Grade Level: KG Lesson plan adapted from St. Louis Public Schools Lesson Plan Template and Cochran's Collegiate Academy.
Subject(s): ELA Cross-curricular lesson plan
Common Core State Standards: various posted and focused on during lessons
RL.K.3. With prompting and support, identify characters, settings, and major events in a story.--
RI.K.1. With prompting and support, ask and answer questions about key details in a text.--
RI.K.10. Actively engages in group reading activities with purpose and understanding. --
RF.K.1.b. Recognize that spoken words are represented in written language by specific sequences of letters.
SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.f. Produce and expand complete sentences in shared language activities.
L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2. a. Capitalize the first word in a sentence and the pronoun I.
L.K.2. b. Recognize and name end punctuation.--
Essential Question(s): Story Elements
What are story elements?
What is the setting in a story?
What are characters in a story?
What is the problem in a story?
What is the solution in a story?
Lesson Objective(s):
Skill: Story Elements: Students can apply story element concepts to create a class play.
High Frequency words; repetitive are, here, go, is, a, look, from review; I, have, is, a, my, the, to, has, see, do one, two, three, four, five, that, do, make, their, that, would, could, other, they, of, then, so, you, many, these, each, see, there, no, which, where, look, way (May include words in review) Students can identify and spell high frequency words.
Phonics: connect /continuation Phoneme isolation. Develop alphabet and phonics sounds through gesture activity. Review, Students can connect the letter Ee with the /e/sound. Grammar: Review Pronouns
Higher Order Thinking Questions (minimum of 3):
Why are story elements important? How can you explain the story elements? What would happen if one of the elements were missing in a story? Explain…
Why is the setting important in a story? How is the setting in stories the same? How is the setting in stories different? Explain…
Why are the characters important in a story? How characters in other story the same? How characters in other stories different? Explain…
Why is the problem in a story important? How is the problem in stories the same? How is the problem in stories different? Explain…
Why is the solution in a story important? How is the solution in stories the same? How is the solution in stories different? Explain…
Vocabulary: (What is essential to understanding the concept? What strategy will be used to teach vocabulary?)
Amazing words: characters, setting, problem, solution. create a graphic organizer and research the words to complete the organizers
Dolch Sight words: see objectives
Lesson Steps
Do Now: (1-3 minutes – prepares students for the lesson and sets the schema, directly correlates with the activating strategy)
Draw, label and create a sentence about story elements.
Draw, label and create a sentence to explain setting.
Draw, label, and create a sentence about characters.
Draw, label, and create a sentence about problems in a story.
Draw, label, and create a sentence about solutions in a story.
Activating Strategies: (Bridge with Do Now --video, startling statistics, anecdotes etc.
Learners are mentally active; strategies draw the learner into the lesson)
Kindergarten Language Arts Skill Builders
http://www.internet4classrooms.com/skill_builders/phonics_practice_language_arts_kindergarten_k_grade.htm
(Discovery Ed) BrainPopJr.
Story Elements
http://www.brainpopjr.com/readingandwriting/storyelements/
http://app.discoveryeducation.com/search?Ntt=story+elements&N=18340 Elements of a story: Diana’s Apples
Instruction: (Provide list of tasks to be performed by teacher and students) Determine what to use to instruct and model - cooperative learning, peers, distributed guided practice, distributed summarizing, reciprocity, graphic organizers, role play, visual displays, formative assessment strategies… (Follow Instructional Cycle - I Do, We Do, You Do)
Ø Instruction: I do- introduce and activate prior knowledge for EQ, objective, H.O.T. questions, informal assessment, and formal assessment
Ø Instruction: We do- discuss, guided practice, whole group activities.
Create whole group graphic organizers for objectives and EQ’s.
Think aloud to discuss the story.
Discuss the story connect text to self and text to text.
Have students prove or justify answers continuously.
Students will connect, compare, and contrast with real life.
Create graphic organizer for various tier three words.
Ø Instruction: You do- independent practice and small group activities.
Independent guided practice
Rotation stations, workshops
Act it out, talk it out, or draw it out.
Informal verbal and written assessment and formal written assessment
Summarizing Strategies: (Concluding step to consolidate the learning and determine if the EQ is met)
Teacher wrap up / Students can:
Describe story elements. Create story elements pieces for a classroom play.
Students will create story elements and with assistance create and present a play. (Time line to be determined later for presentation)
Homework:51
Homework is posted online for home application. Various items may be sent home as needed. Read a story and discuss the four elements (characters, setting, problem, and solution)